Impact

College partners use the BC-PAN’s input to:
Revise standards and policies
Validate strategic decisions
Conduct research and additional engagement initiatives
Share input with relevant stakeholders
College of Physicians and Surgeons of BC (CPSBC)
  • CPSBC used the BC-PAN’s feedback on discrimination in health care to guide their draft Indigenous Cultural Safety, Cultural Humility and Anti-racism practice standard.
    • Trauma informed care was added to the draft principles.
  • CPSBC used the BC-PAN’s input on ethical and professional use of social media by health care practitioners to revise their Social Media guideline.
  • CPSBC used input from the BC-PAN to inform recent revisions made to the Treatment of Self, Family Members and Others Close to You practice standard and accompanying public resource.
  • The BC-PAN’s input on colleges’ complaints processes validated CPSBC’s decision to hire a Complaints Navigator to assist the public in the process.
  • CPSBC used the BC-PAN’s comments about colleges’ public registers to validate UX testing and terminology used in their new website.
  • The BC-PAN’s conversation on enhancing communication and informed consent has helped inform CPSBC’s decision to draft a new practice standard on informed consent.
College of Traditional Chinese Medicine Practitioners and Acupuncturists of BC (CTCMA)
  • Used the BC-PAN’s input on supporting the public outside of the complaints process to:
    • Update their public registry to include a direct link to any public notifications.
    • Revise language used in initial letter template to complainants.
    • Provide brief email updates when moving to the next the complaint process or to inform them of delay.
  • Shared the BC-PAN’s input on complaints processes with their Inquiry Committees.
  • Shared the BC-PAN’s input on consent and dual relationships with their Patient Relations Committee to inform program development.
  • Shares meeting minutes with their Director of Professional Practice, who supports the Quality Assurance Committee, the Registration, and the Education and Examination Committee, so that he may review them with the committees and put input towards CTCMA initiatives.
College of Occupational Therapists of BC (COTBC)
  • Added an email link on their website to support the ability to submit questions.
  • Used the BC-PAN’s information to help inform resource for registrants on starting and closing practice.
  • Reviewed complaints communications to support plain language.
  • Conducted a survey with registrants about COVID-19 and integrated the BCPAN’s input to establish guidelines.
  • Shared the BC-PAN’s input on complaints processes with their Inquiry Committees.
  • Published a newsletter article with the BC-PAN’s discussion highlights to raise awareness of public perspectives and expectations.
  • Share updates on BC-PAN meetings on their social media and registrant newsletters.
College of Physical Therapists of BC (CPTBC)
  • Revised their “Leaving or Closing a Physical Therapy Practice” resource for physical therapists to include an additional heading “What public advisors tell us is important” with the addition of key points from the BC-PAN’s discussion on practitioners leaving practice.
  • Reviewed complaints communications to support plain language.
  • Shared the BC-PAN’s input on codes of ethics at a national conference as evidence that the public cares about practitioner expectations.
  • Published a newsletter article with the BC-PAN’s discussion highlights to raise awareness of public perspectives and expectations.
BC College of Nurses and Midwives (BCCNM)
  • Incorporated the BC-PAN’s feedback on virtual care with their COVID-19 related questionnaire.
  • Used the BC-PAN’s feedback on discrimination in health care to guide their draft Indigenous Cultural Safety, Cultural Humility and Anti-racism practice standard.
    • Trauma informed care was added to the draft principles.
College of Dieticians of BC (CDBC)
  • Used BC-PAN input on practitioners selling products to:
    • Emphasize interprofessional communication in website Q&As.
    • Update their professional boundaries resource to address dual relationships clearly and provide behavioural strategies to registrants.
College of Dental Surgeons of BC (CDSBC)
  • Advisor input from college websites review is being considered as the college pursues amalgamation to create a new oral regulatory college.
  • Included additional research questions in their work on improving their complaints process following the BC-PAN’s discussion.
College of Pharmacists of BC (CPBC)
  • Conducted an engagement on their public register and incorporated the BC-PAN’s suggestions when recommending changes.
College of Opticians of BC (COBC)
  • Used the BC-PAN’s input on supporting the public outside of the complaints process to:
    • Create a new sitemap that is more intuitive and streamlined through pages.
    • Include information about what to do “pre-complaint” instead of directing straight to complaints.
    • Brainstorm and flesh out “example complaints” and examples of what does not constitute as a complaint.
    • Consider common resolutions to complaints and posting them on the site.
    • Add more resources such as legal and mental health to their resource list.
    • Include more information about the types of contact methods to file a complaint (Zoom, FaceTime, Text, Call, Email).
    • Include information about feedback throughout the process and the ability to have a support person present.
Other (BC-PAN)
  • The BC-PAN’s meeting minutes on discrimination in health care was shared with the office of Mary Ellen Turpel-Lafond.
  • The BC-PAN’s meeting minutes on virtual care was shared with the BC Ministry of Health’s Director of Digital Health Policy.
  • The BC-PAN’s conversation on colleges’ codes of ethics helps to inform and validate how regulators respond to potential changes to codes of ethics following the Government of BC’s calls to modernize health profession regulation.

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